Every year, in order to keep receiving Title III funds to support my students, I am mandated to present at a faculty meeting to the whole school staff. This year, I finally had a team of two other ESL certified teachers to help me share our expertise with the staff. With the aid of google slides, we started out by giving the staff a sheet with 23 different verbose phrases in which they had to translate into understandable English. The first answer translated into “Twinkle, Twinkle, Little Star.” Only a few of the teachers were able to accomplish this with minimal thought. Then we gave them a list of choices in random order, so they had a better understanding of what to think about during the thought process. Many more teachers started catching on, but not enough. We gave each table a sheet with five answer choices, so they could chunk their information into smaller pieces. Finally, a majority of the staff got it!
Then we moved on to talk about receptive vs. productive language. We explained that the most difficult domains for our ELs is speaking and writing. We gave ideas of how to produce writing that comprehensible for ELs including using only a few FCAs (focus correction areas) when grading writing. We focused on the speaking domain because academic language is so difficult for the students to speak. A few examples of strategies that we shared using a padlet include: flipgrid, jigsaw, and I have Who has.
The main activity that we had the staff complete was making each table an expert in different subject areas. Then, we gave them a photo and they had to describe the picture from the voice of a poet, mathematician, scientist, historian, chef, cosmetologist, contractor, etc. The staff really got creative and walked away with an understanding of how they need to get the students to apply what they have learned into academic discussions and group presentations. The reflections from the survey showed that the staff members who completed the survey were able to reflect what they need to do to help make ELs successful speakers.
https://docs.google.com/presentation/d/1k0UywiW9q_NRjK0HOWjbtK7QozsFNIxw-7Lf_bv2kqQ
Sunday, February 10, 2019
Saturday, February 9, 2019
ESL Advocate
As I reflect over the past six years of teaching at DCTS, I play many roles as the ESL Specialist. When I first started, I only had ten students to service, so I worked very closely with each of them. I learned many things about each of them, especially my first freshmen group. I became their teacher, advocate, administrator, guidance counselor, translator, and since they’ve graduated, their friend. It is becoming more difficult to be closely connected to all of my students, now that my case load is up to 54 students. However, here’s one story that I can share from my first group of freshmen.
As I was standing with the science teachers before the morning late bell, Miguel (name changed), came walking briskly down the hallway and yelled out, “Hi Mom!” I hesitated, then responded with, “Hi!” A few periods later, I went into his classroom and pulled him into the hallway, after learning that he came to school “high” on marijuana. I had him come to my classroom, so we could have a one-on-one discussion about why he was acting weirdly. As soon as we sat in my room, the mom in me came out. Knowing that he lived with his grandparents at the time, he needed a mother figure at this point. I asked him, “Why did you come to school high?” He responded, “Because my dad went back to jail!” I then asked, “Do you think this is the best decision?” He said, “No!” I then reminded him that if he continues to behave like this, he will end up just like his father. Next I told him that if I ever see him like this again, I will call the principal because this is unacceptable behavior. But I felt that I had to protect him and give him one last chance to make a good choice the next day. After our discussion, he never got high before school again. He did graduate.
Many times, we need to put on many hats as teachers. Our students come to school because they trust us and feel safe. They are looking for boundaries and guidance. If we cannot meet their emotional and psychological needs, they will have minimal academic growth. Let’s remember to continue to develop rapport with our students, one-on-one, so they can feel comfortable discussing risky things that go on outside of school hours.
Resource for teachers for creating surveys: www.surveymonkey.com
As I was standing with the science teachers before the morning late bell, Miguel (name changed), came walking briskly down the hallway and yelled out, “Hi Mom!” I hesitated, then responded with, “Hi!” A few periods later, I went into his classroom and pulled him into the hallway, after learning that he came to school “high” on marijuana. I had him come to my classroom, so we could have a one-on-one discussion about why he was acting weirdly. As soon as we sat in my room, the mom in me came out. Knowing that he lived with his grandparents at the time, he needed a mother figure at this point. I asked him, “Why did you come to school high?” He responded, “Because my dad went back to jail!” I then asked, “Do you think this is the best decision?” He said, “No!” I then reminded him that if he continues to behave like this, he will end up just like his father. Next I told him that if I ever see him like this again, I will call the principal because this is unacceptable behavior. But I felt that I had to protect him and give him one last chance to make a good choice the next day. After our discussion, he never got high before school again. He did graduate.
Many times, we need to put on many hats as teachers. Our students come to school because they trust us and feel safe. They are looking for boundaries and guidance. If we cannot meet their emotional and psychological needs, they will have minimal academic growth. Let’s remember to continue to develop rapport with our students, one-on-one, so they can feel comfortable discussing risky things that go on outside of school hours.
Resource for teachers for creating surveys: www.surveymonkey.com
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